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Studying executive functions in senior preschoolers
Alexander Veraksa1, Olga Almazova1, Daria Bukhalenkova1
1Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation.
Psych Journal
|August 3, 2019
Summary
This study found that preschool girls exhibit more varied development across executive functions, including inhibition, working memory, and cognitive flexibility, compared to boys. A three-factor model best explained these executive function connections.
Area of Science:
- Developmental psychology
- Cognitive neuroscience
Background:
- Executive functions (EF) are crucial for cognitive development and academic success.
- Understanding the interrelations between EF components is vital for targeted interventions.
Purpose of the Study:
- To analyze the connections between inhibition, working memory, and cognitive flexibility in preschool children.
- To investigate potential sex differences in the developmental trajectories of EF components.
Main Methods:
- A sample of 1,075 preschool children in Moscow participated.
- Statistical analyses, including factor analysis, were employed to examine EF interrelations.
- Heterochronicity in EF component levels was assessed.
Main Results:
- Results indicated greater heterochronicity in executive function component levels for girls compared to boys.
- Factor analysis supported a three-factor model, suggesting distinct but related EF components.
- Specific patterns of association between inhibition, working memory, and cognitive flexibility were identified.
Conclusions:
- Preschool girls may show more diverse developmental patterns in executive functions than boys.
- The findings support a multi-component model of executive functions in early childhood.
- Further research is warranted to explore the implications of these sex differences in EF development.
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